Spanish 202 SYLLABUS * Fall 2013 - CRN73227

Mondays and Wednesdays 6:30 – 8:50 p.m. Room 6104

Instructors: Lisha Duarte& Ralph SutterOffice: 6204Phone: 546-3100 ext. 2695

Emails: / Office Hours: TBA

COURSE DESCRIPTION :This is a topic-based introductory course with emphasis on listening comprehension, language acquisition, oral interaction, culture-centered reading, and writing basic Spanish.

STUDENT LEARNING OUTCOMES: Upon completion of this course you should be able to:

  1. Recognize and apply topic-centered Spanish vocabulary and basic grammatical concepts presented in every communicative goal contained in this level when listening, speaking, reading and writing in the present and past tenses.
  2. During conversation in Spanish employ level-appropriate, topic-based questions and formulate oral answers in short phrases and full sentences, with morphological accuracy.
  3. In Spanish, convey verbally and in writing the meaning of topic-centered, level-appropriate materials without resorting to word-by-word translation and formulate follow–up questions.
  4. Write accurate sentences and concise paragraphs in Spanish referencing a variety of social and cultural situations presented in this level of the Spanish program.
  5. Describe and discuss various basic aspects of Spanish–speaking cultures.

ELIGIBILITY: Successful completion of Spanish 201, with an A or B or its equivalent. If you are a heritage speaker, it is recommended that you take Spanish 203.

FOR A GRADE ONLY: The five (5.0) units earned are transferable to UC and CalState. To continue in Spanish 203, an A or B is recommended in this course. (No P/F, Cr/NCr – A-F)

DISABILITIESIf you have a disability, please discuss your accommodations with instructor.

METHOD: My teaching approach is primarily Communicative. I will be using the Natural Approach and other language teaching methodologies. This is an interactivecourse in Spanish.

REQUIRED MATERIALS:

A)Dos Mundos: Comunicación y Comunidad (Digital Edition), 7th Edition; and

b) Electronic workbook (eworkbook / cuaderno de actividades):Dos Mundos Online Cuaderno de actividades, 7th edition-

You have three choices to purchase the required Spanish book with workbook (Dos mundos, 7th edition):

1.Directly from the publisher with a special price for Cuesta students (least expensive, $100 plus tax – no shipping charge):Cuesta Spanish Book click on the link ISBN: 9781259129711

2.From the Cuesta Bookstore ($147.22 net)

3.TheDos mundos Plus package (price varies; probably most expensive): ISBN 0077423305(available online – Amazon.com, etc., – and at SLO Texts)

*Course Code (for Centro – online textbook and workbook:KHRBXM447)

Websites: Centro – Access to electronic textbook and workbook:

MyCuesta – Access to class documents, links, email:

(Courses (TAB)Spanish (Link) Course Tools (Link on left) Files (word documents, handouts) / Links (online resources)

*The instructor reserves the right to change or amend any part of this syllabus.

CONTENT

You are responsible for the information in chapters 6-10 of your textbook (white (vocabulary and communicative) and blue/purple (grammar) pages) and any information supplemented by your instructor. This course builds on the language learned in Spanish 201. Thus, you are also responsible for Sections A-C & chapters 1-5 of your textbook, which will be reviewed at first.

TESTING

All tests will be counted toward your grade and will assess the course objectives. Make-ups will only be considered in case of emergencies and with prior instructor notification at my discretion. They assess the SLOs and chapter objectives in: vocabulary, grammar, listening and reading comprehension, self-expression (speaking and writing) and culture.

ACADEMIC HONESTY

It is expected that you be truthful and trustworthy and that all the work you do is your own work. Failure to do so will result on an “F” on the assignment and/or the course.

OUTSIDE PREPARATION (2 hours for every hour of class time = 28-30 hrs/week, min.)

  1. Homework assignments (TAREA) – Read the grammar explanations in your ebook/textbook prior to completing the assigned exercises for each Chapter.
  2. ElectronicWorkbook (Cuaderno de Actividades) All assigned activitiesmust be completed by midnight of the due date.
  3. Composiciones (essays) should be typed using 12/14 point and double spaced.

ATTENDANCE and PARTICIPATION

Daily class attendance and active participation are essential to your success in this course, and they are counted toward your final grade. It is in class where you can listen to live Spanish, and where you can speak it. Please, arrive to class on time. You are expected to participate actively by being alert, volunteering, staying on task, speaking Spanish during pair and group activities and by showing a respectful attitude. It is your responsibility to drop the class.Failure to do so will result on an“F.”

RESOURCES AVAILABLE:

TutorialCenter:  546-3150.

DSPS:

GRADING (1,000 Total possible points)

PARTICIPATION (10 points per week) / 160 points
Workbook: Cuaderno de Actividades(chs 6-10 @ 20 points each) / 100 points
Essays:Composiciones (7 @ 20 points each, 1 review, 1 per chapter 6-10) / 140 points
Textbook Gramática y Ejercicios-Tareas(5 @ 10 points each) / 50 points
Chapter tests: Exámenes (6 @ 50 pts. (Review, chapters 6-10) / 300 points
FINAL ORAL INTERVIEW; Entrevista Oral Final / 100 points
COMPREHENSIVE WRITTEN FINAL EXAM –Examen Final Escrito / 150 points

GRADING SCALE:A (945 or above)A- (905 – 944 = 91%)

B+ (875 – 904 = 88%)B (845 – 874 = 85%)B- (805 - 844 = 81%)

C+ (775 – 804 = 78%)C (705 – 774 = 71-75%)C- N/A

D+ (675 – 704 = 68%)D (645 – 674 = 65%)D- (605 – 644 = 61%)

F (604 or below)

Calendario Tentativo (Tentative Schedule – Important Dates and Assignments)

miércoles, 28 de agosto – Composición de repaso

miércoles, 4 de septiembre – Examen de repaso (Paso A – Capítulo 5)

miércoles, 11 de septiembre – Tarea 6 (Ejercicios gramaticales en línea - medianoche)

miércoles, 18 de septiembre – Composición del Capítulo 6

domingo, 22 de septiembre - C.A. 6 (Cuaderno de actividades en línea - medianoche)

lunes, 23 de septiembre – Examen del Capítulo 6

lunes, 30 de septiembre – Tarea 7 (Ejercicios gramaticales en línea - medianoche)

miércoles, 2 de octubre – Composición del Capítulo 7

martes, 8 de octubre - C.A. 7 (Cuaderno de actividades en línea - medianoche)

miércoles, 9 de octubre – Examen del Capítulo 7

lunes, 21 de octubre – Tarea 8 (Ejercicios gramaticales en línea - medianoche)

miércoles, 23 de octubre – Composición del Capítulo 8

martes, 28 de octubre - C.A.8 (Cuaderno de actividades en línea - medianoche)

miércoles, 30 de octubre – Examen del Capítulo 8

lunes, 4 de noviembre -Tarea 9 (Ejercicios gramaticales en línea - medianoche)

miércoles, 7 de noviembre – Composición del Capítulo 9

domingo, 17 de noviembre - C.A. 9 (Cuaderno de actividades en línea - medianoche)

lunes, 18 de noviembre – Examen del Capítulo 9

lunes, 25 de noviembre -Tarea 10 (Ejercicios gramaticales en línea - medianoche)

miércoles, 27 de noviembre – Composición del Capítulo 10

domingo, 1 de diciembre - C.A. 10 (Cuaderno de actividades en línea - medianoche)

lunes, 2de diciembre – Examen del Capítulo 10

Semana 17: 9 y 11 de diciembre: Entrevistas orales (y posible repaso)

Examen Final escrito: lunes, 16 de diciembre de 7:00 a 9:00 p.m.

Composiciones(Essays)

Typed, 12-14 point, double-spaced, due in class, see next page.

1. Composición de Repaso: Todo sobre mí (All about myself)

Preséntese y descríbase: Datos personales: nombre, edad, fecha y lugar de nacimiento, vivienda/residencia, apariencia física, personalidad, gustos.Incluya información sobre sus clases y estudios y/o hable de su trabajo / empleo.

Describa su rutina un día típico: (Incluya acciones reflexivas) y mencione sus planes futuros:Después de este semestre/las vacaciones de verano, el próximo semestre/año, después de terminar la escuela/universidad, etc.:

2. Composición del Capítulo 6: Mi vecindario y mi casa.

Describa su vecindario y a sus vecinos: Diga si los conoce o no.

Describa su vivienda (casa / apto.): pisos, cuartos/habitaciones, muebles, aparatos (electrónicos, electro-domésticos), etc.: interior/expterior

Describa los quehaceres domésticos que usted (y sus compañero/as de vivienda) tiene(n) que hacer y cuándo o con qué frecuencia los hace(n).

3. Composición – Capítulo 7: Mi fin de semana o Unas vacaciones inolvidables:

Seleccione una opción: (a) o (b):

Describa sus actividades a) el fin de semana pasado. Narre las actividades que usted hizo por la mañana, por la tardeypor la noche. (Incluya acciones reflexivas de higiene personal.)Mencione actividades que hizo con otras personas Ojo: Recuerde conjugar los verbos en el pretérito (pasado simple). Incluya una introducción en la primera línea, por ejemplo: “Ayer fue/tuve un día…. (terrible, excelente, típico/normal, aburrido….etc.) Use palabras de transición: Primero, luego, después, más tarde, finalmente/por último, etc. Describa sus actividades b) unas vacaciones pasadas.

4. Composición del capítulo 8: Mis comidas / La comida y yo

Párrafo 1: Describa las comidas que le gustan y/o que no le gustan y la frecuencia con la que las come (siempre / a veces / nunca, etc.)

Párrafo 2: Describa la compra y preparación de comida: Díganos cómo se prepara uno de sus platos favoritos o de sus bebidas favoritas.

Párrafo 3:Describa los restaurantes donde a usted le gusta comer: ¿Qué sirven?, ¿Qué pide para comer y beber?¿Por qué le gusta?

5. Composición del capítulo 9:

Describa su familia y su relación con ellos: ¿A quién se parece? ¿Cómo se llevan?

Escriba sobre a) su infanciaob) su adolescencia / juventud: ¿Cómo era? ¿Dónde vivía? ¿Qué hacía durante el día / por la noche / los fines de semana, etc.?

6. Composición del Capítulo 10 - Describa la región donde usted vive.

Describa la geografía y el climadel lugar donde vive.

Mencione las actividades que usted ha hecho allí.

Mencione los problemas ecológicos de su región.Luego, indique su reacción/opinión sobre esos problemas o sobre el lugar donde usted vive: ¿Qué le gusta/encanta/interesa/preocupa/llama la atención/molesta/da miedo/importa, etc.?

SUGGESTIONS FOR SUCCESS

“We learn by doing”

Learning a language is like learning Math or learning a skill ( driving a car, riding a bike or playing an instrument). Understanding concepts is only one step in the learning process. Listening to a class lecture or reading a textbook can clarify and enhance our understanding or can be a place to start. However, we must practice doing (or attempting to do) what we want to learn: in Math we solve problems and perform operations constantly; to drive, ride a bike or play an instrument, we must practice over and over until the actions become second nature. Learning a language is like that. We must practice using the new language constantly and in different ways. There are several skills we must master when learning a language: we must understand when we listen and read (listening and reading comprehension) and we must develop the ability to communicate when speaking and writing. Furthermore, languages are connected to the culture(s) of their speakers. They help shape their perceptions of the world. Thus, we must also learn cultural information, and we also need to practice engaging in certain culturally appropriate ways.

Researches distinguish two ways of developing ability in another language: a) acquisition(a subconscious process, “picking up” a language, developing a “feel”), and b) learning(the conscious process of learning and applying grammar rules). Acquisition gives us our fluency, our ability to understand the language we hear and to speak it. Learning helps edit our speech and writing. Acquisition takes place when we understand messages we hear or read. The most effective way to improve it is by being immersed in the language: listen to it, read it, and interact with native speakers as much as possible. That is why I will speak Spanish in class. I will use gestures, visual aids (pictures), sound effects, etc. to make myself understood. To get the most out of a session you need to focus on what I am saying and on understanding the message, the content. You do not need to know every word to comprehend the gist. What is more helpful is developing certain LISTENING STRATEGIES:

  1. Guess at meaning, by paying close attention to the context; who, what, when, where, how.
  2. Listen for KEY WORDS (which carry the basic meanings) and intonation (statement/question).
  3. Ask and Listen for feedback (from instructor and/or classmates).
  4. Listen to Audio activities (taped conversations, videos, songs) at least 3 times (or more).

READING, like LISTENING is a RECEPTIVE skill. That is, both focus on understanding messages, main ideas, and specific information. Therefore, you also need to work at making guesses and using context to help you predict the content of a passage: use the title, pictures, diagrams, subtitles, bold letters, and the format. Concentrate on the topic and main ideas. Scan for key words. Use cognates and familiar words to guess the meaning of new ones. Read in Spanish, picturing the story instead of trying to translate it.

VOCABULARY: You need to recognize key words to understand messages, and you need to be able to use those words if you want to communicate. Therefore, you should copy key words/terms (vocabulary) down in a notebook. Each chapter has two or three vocabulary sections related to the chapter topic. There is also a glossary at the end of each Paso (Step) and chapter. You can re-write them, or make flashcards (out of index cards or paper: one side the Spanish word/phrase, the other side a drawing that represents the meaning, or the English equivalent (last resort)). Go over your vocabulary words frequently (every day, at least for 5 minutes a day). Look at the Spanish word and visualize its meaning. “See” the person, place, thing, action, or situation. This will help you recognize the words when you hear or see them, but you need to be able to come up with them on your own to communicate when speaking and writing. What can you do? Reverse the process: Look at the picture/English term and try to recall the Spanish word/term. Try this orally (say the word) and in writing (write it down).

-Make short personalized statements / questions with the new words. (Write and say them.)

-Attach a gesture to a word. (Like ASL. This helps retrieve words from your long-term memory.)

-Make associations (connect a word with another one you know, to a person, or a place.)

-Create your own songs/chants/jingles. Music helps aural learners (and everyone) remember.

SPEAKING: Don’t be afraid to make mistakes, and don’t be overly concerned about your pronunciation (sounding perfect). Don’t rush through class activities. Use them to develop natural conversations in Spanish with your classmates. Point to real objects or pictures and use gestures to act out ideas and messages. If you don’t recall a word, paraphrase (define/explain it). Keep your sentences and questions simple and direct. Listen attentively and look for clues. Ask questions when you don’t understand, and if you are listening and the person you’re talking to has trouble expressing him/herself, try to help out. Model or provide the information in the form of a question. Also, to get comfortable, practice reading out loud.

PRONUNCIATION (AND SPELLING): While you shouldn’t be overly concerned about sounding perfect, pronunciation has its place in learning a language. If you know how words and sentences are pronounced, it will help you understand when you hear the language being spoken. It will also help you spell words correctly when you write. What can you do? Go to the website and find the audio action for the vocabulary that corresponds to the glossary section at the back of each Paso and chapter in your textbook. Listen carefully as you read. Then, say the words or phrases out loud. Repeat as often as you need to. To work on spelling, close your book, and write the words or phrases down as you hear them. Then, compare what you wrote to the words on your textbook. Practice as much as you can, because when you speak a new language you use different muscles. Examples p, t, k (c, q), l, r, b/v, g…

WRITING: Organize your thoughts and ideas first, and write them down. You can brainstorm, make charts and/or diagrams, lists. Look for models (sample paragraphs, short texts) and if you want, copy them for practice. Follow the patterns, but include your own personal information. Keep your resources handy (vocabulary and grammar notes) and refer to them often. Keep your sentences simple and direct. Refer back to the grammar points you have learned to edit and refine your writing. DO NOT TRANSLATE literally from English, & avoid IDIOMATIC EXPRESSIONS. Keep it simple. Use a dictionary with caution: Look for the term that matches the meaning/context at hand.

FROM SINGLE WORDS TO SENTENCES AND CONNECTED DISCOURSE:

To help you transition from single, isolated words to speaking and writing in complete sentences and paragraphs, get in the habit of speaking in complete phrases and sentences from the beginning. For example, instead of naming classroom vocabulary as “bolígrafo” (pen) or “el/un bolígrafo,” (the/a pen) make a complete sentence when you speak and write. Say “Es un bolígrafo” (It’s a pen.) Then, elaborate. Use short simple sentences, and keep adding as many details as possible. Ex: Es un bolígrafo grande y rojo. You can also use magazine pictures for describing people. Point to a person and describe him/her out loud and/or in writing. The more you do this, the more you will learn and the better you’ll get at it.

GRAMMAR: Look for patterns. Read the textbook explanations to understand the concepts. Check your understanding by taking your own, simpler notes or by organizing the information in a visual way (make a diagram or chart). Then, focus on the patterns and try applying them as much as possible. (i.e., To say “I do” something, Spanish verbs end in –o. Ex: (yo) canto (I sing). Apply this to all the verbs you know: hablo, trabajo, estudio…). Then, practice, practice, practice… saying it, writing it, completing grammar exercises in your textbook and workbook or on the web, making your own, etc.

*** The most important thing for you to really learn Spanish, is to take ownership of your learning process. What is most effective is for you to develop your own strategies. Take the suggestions and ideas that work for you, or as examples of the things you can do, and then, create some of your own. Research has shown that 1) motivation and 2) invested time and energy are two key ingredients for succeeding at learning a language. That is, your desire to learn and to do well has to be strong enough to drive you to spend the time to do what you need in order to learn. However, instead of looking it as a “chore,” as something you “have to” do, have fun with it. Be creative. Add humor. Enjoy the experience and the process of learning a language. It is all about the process, not only about the final product. ***